This document discusses using video assignments to improve English language acquisition for students in Spain. It notes that students in countries like Norway, Sweden, and the Netherlands tend to have better English skills because films and TV shows are not dubbed in those countries, but rather shown with subtitles. The aim is to counter this difference by having students in Spain watch authentic audiovisual materials on a weekly basis and complete related tasks. Criteria for selecting videos based on proficiency level and technical processes for preparing videos with subtitles for classroom or home use will be discussed. The goal is to make tasks more attractive to students and provide valuable listening practice and cultural context beyond traditional materials.

1. Video assignments to improve acquisition
Natalia López Zamarvide
IES Leonardo de Chabacier, Calatayud (Zaragoza)
Most teachers of English in Spain are in awe of the way in which many students
of English in European countries, such as Norway, Sweden, or the Netherlands,
to mention but a few, can communicate. There seems to be general consensus
that one of the main reasons why this is so is because in those countries films and
TV series are not dubbed: they are watched in the original language, with
subtitles in their respective national languages. As we very well know, this is not
the case in Spain, where dubbing has a long-standing tradition, and whose
industry nowadays refuses to let go.
The aim of this paper is to illustrate an experience carried out at IES
Leonardo de Chabacier, Calatayud, which tries to counter this difference with our
European counterparts, in an attempt to take English out of the classroom and
bring it closer to our students’ everyday lives. For some time now, one of our
main concerns has been to have students watch a variety of authentic audiovisual
materials and then carry out some tasks related to them on a weekly basis. These
materials may include, for instance, film trailers, TV ads, clips from sitcoms or
films, and comedy sketches, among others. The use of realia has been promoted
for several reasons: firstly, because they help to make the tasks more attractive to
students; secondly, they provide invaluable listening practice, as well as real-life
input, as opposed to traditional ready-made, graded materials. Last but not least,
as pictures speak louder than words, the selected materials prove to give greater
information about the cultural context of the English-speaking countries than any
explanation the teacher may give.
During the presentation, information will be given as to the criteria to
select videos and how to grade them according to the students’ level of
proficiency in English; the technical process of obtaining videos, adding subtitles
in English if needed, and getting everything ready to work in the classroom or at
home; or how to create different types of tasks related to the audiovisual texts,
while trying to integrate different skills through them.
*For further information, please visit:
http://englishatchabacier.wordpress.com/